According to Arthur Wellesley (1769-1852), better known as the Duke of Wellington, “the Battle of Waterloo (1815) was won on the playing fields of Eton,” the famous British public school (estb.1440). The achievements of badminton star P.V. Sindhu, wrestler Sakshi Malik and gymnast Dipa Karmakar in the XXXI Olympic Games staged in Rio de Janeiro (Brazil) in July, galvanised a morose and disheartened nation. Malik challenged social taboos and made a stupendous contribution in the area of gender equality in Haryana, a state which is waging a losing battle against rampant female foeticide. Like India’s legendary sprints athlete the great Milkha Singh, who didn’t win an Olympic medal, Dipa Karmakar nevertheless made her country proud with her sheer persistence, grit, commitment and self-confidence. However, the achievements of these few Olympic stars cannot obscure the stark reality that the overall performance of our athletes and players — the largest Indian contingent ever sent to the Olympic Games — was disappointing. This wasn’t unexpected as neglect of sports and games in the all-important school years is pervasive in Indian education. Moreover, sports associations and boards, which administer athletics and field sports, have become the personal fiefdoms of politicians and career administrators. Clearly, with over 100,000 single-teacher schools countrywide and 30 percent of the nation’s 1.40 million schools lacking access to playgrounds, it’s naive to expect a culture of sports and games to have evolved in post-independence India. Teacher education institutions — including those offering specialisation in physical education — accord little importance to practical training and participation in track and field events, and are content to teach theory. They seem to be unaware that success in highly competitive international sports and games arenas demands discipline and dedication, willingness to learn and practice for long hours, and cooperation with coaches and other players. Action on playing fields and in sports arenas develops mental strength and determination and this action must begin in all schools countrywide. However, India’s educators — principals, trustees and teachers — need to become aware that there’s more to sports education than mere technical expertise and practice. Qualities of head and heart, teamwork and building the spirit of sportsmanship and magnanimity are also important for developing a sports culture in the country’s schools and colleges. Yogeshwar Dutt, who won a bronze in the 60 kg freestyle wrestling competition at the London Olympics (2012), should have been overjoyed to learn that his bronze medal was upgraded to silver which had been awarded to Russia’s Besik Kudukhov, after the latter was disqualified on technical grounds much after the closure of the games. But, rather than subject Kudukhov’s family to the ignominy of withdrawal of the silver medal posthumously, Dutt declined to accept it. This magnanimous gesture was Dutt’s graceful tribute to the deceased four-time world champion and two-time Olympic medalist. One wishes every school headmaster and vice chancellor would bring Dutt’s magnanimity and sheer humanity to the attention of every learner. An example illustrative of the pervasive indifference to sports education and…
